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School-Focused Mental Health Conference with Dr. Robert Brooks

Nurturing Resilience and Fostering Motivation in Children and Adolescents

Presented by Robert Brooks, Ph.D. and Leah Kuypers, OTR/L, M.A.Ed and William R. Jenson, Ph.D. and Eboni Webb, Psy.D., HSP and Monique Gray Smith and Steven T. Olivas, Ph.D., HSP and Sam Goldstein, Ph.D.

Monday, May 11, 2020 – Wednesday, May 13, 2020  |  Calgary, ab


 

!  Additional Information:

Registration Code: SFCONF-YYC


Date & Location

Monday, May 11, 2020 – Wednesday, May 13, 2020

8:30am – 4:00pm

Best Western Premier Calgary Plaza Hotel & Conference Centre

1316 33 St NE, T2A 6B6, Calgary, AB

phone:  403.248.8888

website:  www.calgaryplaza.com/

 Full map & directions


 

 

 

 

 

 


Dear Colleague,

I was delighted to be asked by Jack to speak on all three days at his “School-Focused Mental Health Conference” being held in Calgary on May 11-13, 2020.  I have always enjoyed presenting at conferences sponsored by Jack.  They are well-organized and I have found the audiences of teachers, school administrators, clinicians, and other professionals to be very welcoming and responsive to the strength-based approach I advocate.

I thought it would be helpful to highlight what I plan to cover during the conference.  I will give a different keynote on each of the three days and repeat the afternoon workshop on each day so that participants will have an opportunity to attend other workshops as well as mine.  My keynote on the first day is titled “Can You Take Care of Students if You Don’t Take Care of Yourself?”  I developed this keynote in response to many teachers, school administrators, and other professionals who described the stress and burnout they experience in their work.  It’s not unusual for professionals in the fields of education, mental health, and health-care to face feelings of stress and even disillusionment.  My goal in this keynote is to outline a framework and realistic strategies for nurturing our own emotional and physical well-being so that we more effective in working with students and can help them to be more engaged and resilient.

My keynote on the second morning, “Raising Resilient Children and Teens in a Stress-Filled World” goes beyond the educational and clinical arenas to address what parents and other caregivers can do in the lives of children to help them to become more self-disciplined, caring, hopeful, and resilient.  I will also describe the importance of (a) accepting our children for who they are and not what we want them to be, (b) appreciating. the unique temperament of each child from birth, (c) being empathic to better understand children, and (d) identifying and reinforcing their strengths or “islands of competence.”

The topic I have chosen for my keynote on the third day, “Developing a Positive Emotional Culture in Our Schools and Workplaces,” has become an area of increasing interest to me, especially in my consultations involving different work environments.  Researchers are studying the significant impact of an organization’s emotional culture (e.g., fear, anger, joy, caring) on those who work within that culture and the individuals they serve (e.g., students, clients, patients).  I will describe the characteristics of a positive emotional culture in which all staff and students/clients feel encouraged, supported, and respected.  While administrators play a large role in creating and maintaining such a culture, I will also emphasize the responsibility that each member of a school/organization has in promoting a positive culture.  Within such a culture staff will be better equipped to reinforce learning, caring, intrinsic motivation, and resilience in students/clients.

My afternoon workshop, “The Power of Positive Emotions: Nurturing Motivation and Resilience in Children and Teens,” will examine several mindset theories, emphasizing those that go beyond “achievement” outcomes and incorporate social-emotional and relationship variables.  I will describe the mindset of adults who are effective in touching both the hearts and minds of children and adolescents.  I will review research that indicates an essential goal when educating and working with youngsters Is to create positive emotions in that particular setting since such emotions serve as the underpinning for brain development, learning, problem-solving, motivation, and resilience.  I will outline a strength-based approach in which each youngster’s strengths or “islands of competence” are identified and reinforced and I will delineate specific strategies for nurturing motivation and resilience in our youth, including those who have experienced trauma.

In conferences such as those sponsored by Jack my wish is for participants to learn new perspectives and practical strategies from my presentations that they can immediately apply in both their personal and professional lives.  In turn, I always find it enriching to learn from the questions and comments of those in attendance.  I hope to meet and interact with you at the conference in Calgary in May.

Regards,

Robert Brooks, Ph.D.


TOPICS INCLUDE:

  • The Power of Positive Emotions: Nurturing Motivation and Resilience in Children and Teens
  • Can You Take Care of Students if You Don’t Take Care of Yourself?
  • Raising Resilient Children and Teens in a Stress-Filled World
  • Developing a Positive Emotional Culture in Our Schools and Workplaces
  • Self-Regulation Skills
  • 30 Proven and Effective Strategies for Emotional and Behavioural Problems with Children and Adolescents
  • Zones of Regulation: A Concept to Foster Self-Regulation & Emotional Control
  • Practical Management of Tough Kids: An Evidence Based Approach
  • The Tenacious Mindset: Understanding and Enhancing Resiliency in Fragile Learners
  • Working with Traumatized Children and Adolescents Building Healthy Attachments
  • Executive Function, Emotional Regulation and Attention: Implications for Assessment and Intervention
  • Indigenous Healing with Aboriginal Children and Adolescents
  • And More!

IMPORTANT, PLEASE READ CAREFULLY

  • Space in each workshop is limited, please register early to reserve your seat
  • Changes to participant info provided during registration, including workshop selection, may be subject to an admin fee
  • Participants are permitted to change workshops on the day of the conference at no charge, subject to seating availability
  • Seating availability will be determined after the session begins
  • Seat sharing is not allowed, multi-day options are for one workshop participant
  • Groups do not need to attend the same workshop to qualify for the group rate, must attend all 3 days
  • Please read the complete terms and conditions here

Who Should Attend

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, and Early Childhood Educators.

Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

 


Day 1 – May 11, 2020


Morning Keynote: Can You Take Care of Students if You Don’t Take Care of Yourself?
Presented by Robert Brooks, Ph.D.

8:30am - 9:45am   May 11, 2020

COURSE DESCRIPTION: 

It’s not unusual for professionals in education, mental health, and  health-care to experience, at times, feelings of stress, disillusionment, and even burnout.  In recent years the notion of “compassion fatigue” has received increasing attention in the lives of individuals involved on a daily basis with helping and/or educating others.

In this keynote Dr. Brooks will outline a framework and strategies for developing a “stress hardy” mindset and behaviours for promoting our own emotional and physical well-being so that we are better prepared and equipped for meeting the demands of our work.  He will describe the components of stress hardiness, including: (a) identifying what brings commitment, purpose, and meaning to our work, (b) viewing seemingly stressful situations as opportunities for learning and growth, and (c) subscribing to a “personal control” outlook that focuses our time and energy on situations over which we have some influence rather than on those over which we have little, if any, control.

Dr. Brooks will also discuss the power of interpersonal connections as sources of strength to deal with the pressures we experience.  In addition, he will examine a concept that psychologists have labeled TLC’s (therapeutic lifestyle changes) that resonate with the notion of “personal control” since they are actions that are within our control to initiate—actions that not only assist us to deal with stress but, very importantly, to lead more meaningful, resilient personal and professional lives.

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COURSE OUTLINE:

  • Techniques for increasing “stress hardiness” in ourselves;
  • The significance of identifying a sense of purpose and meaning for actions we take in our personal and professional lives;
  • Learning to interpret seemingly troubling events as challenges to confront and learn from rather than as stress to avoid;
  • Incorporating an attitude of “personal control” in our lives;
  • Adopting TLC’s (therapeutic lifestyle changes) to nurture a resilient lifestyle.
Robert Brooks, Ph.D.

Robert Brooks, Ph.D. has lectured nationally and internationally and written extensively about working with or raising angry, at-risk youth from a strength-based approach that focuses on the development of self dignity motivation, hope, and resilience. Among his books, he is…

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More information: www.drrobertbrooks.com



Morning Keynote: Self-Regulation Skills
Presented by Leah Kuypers, OTR/L, M.A.Ed

9:45am - 10:45am   May 11, 2020

COURSE DESCRIPTION:

Self-regulation is not “one thing” we do, rather a combination of mental and emotional processes that encompass reflecting on the situation we’re in, how we’re feeling, and using our tools and strategies to regulate our feelings and behaviours. Leah will explore the topic of regulation and outline a concrete pathway approach to foster regulation skills.  Strategies will be shared that make self-regulation and emotional-management less abstract and simpler for all to navigate.

Leah Kuypers, OTR/L, M.A.Ed

Leah Kuypers, OTR/L, M.A.Ed., earned a Bachelor of Science degree in Occupational Therapy from the University of Wisconsin-Madison, a Graduate Certificate in Autism, and a Master of Arts in Education from Hamline University in St. Paul, MN.  She has practiced as…

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More information: http://www.zonesofregulation.com/index.html



Morning Keynote: Practical Management of Tough Kids: An Evidence Based Approach
Presented by William R. Jenson, Ph.D.

11:00am - 12:00pm   May 11, 2020

COURSE DESCRIPTION:

This keynote will focus on the practical management of behaviourally disordered/emotionally disturbed students (BD/SED). These students are frequently referred to as “tough kids” because they exhibit strong behavioural excesses such as arguing, noncompliance, and aggression while at the same time they possess significant behavioural deficits in self-management (rule governed behaviour), social skills, and academic abilities. This presentation will review what causes “tough kid” behaviour, how to practically assess it, and strategies to remediate it. An emphasis will be placed on proactive strategies and positive behaviour management interventions such as Mystery Motivators, the “Sure I Will” program, the “Yes and No” classroom management program, reward spinners, a whole school positive discipline program (Principal’s 200 Club). Strategies to decrease the behavioural excesses of noncompliance and arguing will include What If Charts, effective classroom rule design, and precision requests.  In addition, information will also be presented on how to influence other people such as parents and other educators to follow through and implement these techniques. All the strategies to be presented will be research validated positive interventions that can be time efficiently implemented in classrooms at low cost.

William R. Jenson Ph.D.

William R. Jenson, Ph.D. graduated from Utah State University in 1976 with a degree in Applied Behaviour Analysis/School Psychology. He completed a clinical internship at Las Vegas Mental Health Centre and later directed their Adolescent Residential Centre. He then assumed…

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Afternoon Session #1: The Power of Positive Emotions: Nurturing Motivation and Resilience in Children and Teens
Presented by Robert Brooks, Ph.D.

1:00pm - 4:00pm   May 11, 2020

COURSE DESCRIPTION: 

The concept of mindsets has been increasingly applied to the fields of education and mental health.  In this workshop Dr. Brooks will highlight several of the most well-known theories of mindset, especially those related to children and teens.  He will distinguish between those theories that focus primarily on achievement measures with those that also emphasize social-emotional factors and the essential role of a child’s relationship with adults in nurturing hope and resilience in our educational or clinical activities.

Dr. Brooks will share research findings from the field of positive psychology that indicate that an essential first goal of educators and other school professionals is to create an environment in which positive emotions and a sense of purpose flourish.  It is within such an environment that learning and physical and emotional well-being can be strengthened.

Dr. Brooks will identify the mindset and strategies of adults who are effective in touching both the minds and hearts of youth.  He will present a strength-based approach in which each child’s “islands of competence” are identified and reinforced.  Within this strength-based model, he will describe the importance of empathy in understanding and responding effectively to students and offer specific, realistic strategies that teachers and others can use to reinforce such qualities as intrinsic motivation, self-discipline, caring, responsibility, and resilience in students.  Many examples will be used to illustrate these strategies.

Show more

COURSE OUTLINE:

  • Different theories of mindset with special emphasis on those that include not only achievement variables but also, social-emotional and child-adult relations;
  • The impact that one adult can have on the lifelong trajectory and resilience of children;
  • The importance of positive emotions in creating school and clinical environments that nurture learning and physical and emotional well-being;
  • A strength-based approach that does not deny a child or adolescent’s struggles at school and home but also highlights each youngster’s “islands of competence” as the building blocks for success;
  • A description of specific strategies that can be applied in different settings to nurture intrinsic motivation, caring, self-discipline, and resilience.

Afternoon Session #2: Zones of Regulation: A Concept to Foster Self-Regulation & Emotional Control
Presented by Leah Kuypers, OTR/L, M.A.Ed

1:00pm - 4:00pm   May 11, 2020

COURSE DESCRIPTION:

The Zones of Regulation presentation provides teachers, therapists and parents with hands-on knowledge on the nature of self-regulation and strategies for improving self-regulation and emotional control in individuals of all ages. The presentation addresses topics such as: the brain’s involvement, typical development, sensory processing, emotional regulation, and executive functioning. Audience participants will learn an explicit, stair-stepped method and tools to guide students in utilizing The Zones framework across situations and environments to regulate sensory needs, impulses, and emotional states to social demands.

The Zones of Regulation (2011) curriculum, comprised of lessons and activities designed by Leah Kuypers, M. A. Ed., OTR/L to help students gain skills in the area of self-regulation.  The lessons and learning activities are designed to help students recognize when they are in different Zones (states of alertness/moods) as well as learn how to use strategies to regulate the Zone they are in.  In addition to addressing self-regulation, students will gain an increased vocabulary of emotional terms, skills in reading facial expressions, perspective on how others see and react to their behaviour, insight on events that trigger their behaviour, calming and alerting strategies, and problem solving skills.

Zones trainings provide strategies to teach students to become more aware of and independent to control their emotions and impulses, manage their sensory needs and improve their ability to problem solve conflicts.  Practical ideas are provided that can easily be incorporated into the classroom or home.

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COURSE OBJECTIVES:

Learner will demonstrate knowledge of self-regulation, including:

  • Identify the sensory systems that impact regulation
  • Describe sensory integration and its impact on modulation and regulation
  • Outline executive functions that frequently impact self-regulation
  • Define emotional regulation to include social cognition’s role in emotional expression
  • Reflect on the importance of using individual strategies to self-regulate
  • Demonstrate insight into the Zones of Regulation’s systematic way to teach students to self-regulate by:
    • Citing strategies to identify level of alertness in self and others
    • Describing how social and contextual cues are used to decipher expected display of emotions
    • Describe strategies to adjust level of alertness/emotional display to match the demands of the environment
  • Identify ways to integrate the Zones into practice and generalize skills across settings

Afternoon Session #3: Practical Management of Tough Kids: An Evidence Based Approach (Continuation of morning keynote)
Presented by William R. Jenson, Ph.D.

1:00pm - 4:00pm   May 11, 2020

COURSE DESCRIPTION:

This afternoon workshop will focus on the practical management of behaviourally disordered/emotionally disturbed students (BD/SED). These students are frequently referred to as “tough kids” because they exhibit strong behavioural excesses such as arguing, noncompliance, and aggression while at the same time they possess significant behavioural deficits in self-management (rule governed behaviour), social skills, and academic abilities. This presentation will review what causes “tough kid” behaviour, how to practically assess it, and strategies to remediate it. An emphasis will be placed on proactive strategies and positive behaviour management interventions such as Mystery Motivators, the “Sure I Will” program, the “Yes and No” classroom management program, reward spinners, a whole school positive discipline program (Principal’s 200 Club). Strategies to decrease the behavioural excesses of noncompliance and arguing will include What If Charts, effective classroom rule design, and precision requests.  In addition, information will also be presented on how to influence other people such as parents and other educators to follow through and implement these techniques. All the strategies to be presented will be research validated positive interventions that can be time efficiently implemented in classrooms at low cost.

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COURSE OBJECTIVES:

  1. Participants will learn a practical educational definition of tough kids that includes the externalizing behavioural excesses of aggression, noncompliance, arguing the behavioural deficits of self-management, and social skills
  2. Participants will learn the stability of Tough Kid’s problematic behaviours over time
  3. Participants will learn the basic causes of tough kid problem behaviours, particularly the coercive process.
  4. Participants will learn which problematic behaviour decrease with time and which are stable and require intervention
  5. Participants will learn about “Keystone” behaviours and their importance in managing Tough Kids.
  6. Participants will learn the standards for evidence based interventions and which interventions harm Tough Kids.
  7. Participants will learn proactive classroom strategies such as Precision Requests to
  8. Participants will learn how to increase positive reinforcement in classrooms with unique and practical procedures, Mystery Motivators, Reinforcement Spinners, Chart moves
  9. Participants will learn about an all positive, whole school management system, The Principal’s 200 Club

COURSE OUTLINE:

Understanding the common problems and causes of children with emotional and behaviour disorders (Tough Kids)

  1. multiple casual factors
  2. effects of temperament
  3. family factors
  4. coercion and its effects on behaviour

 

How do we help and harm Tough Kids?

  1. what is evidence based practice?
  2. using meta-analytic techniques to assess intervention effectiveness
  3. what works, what harms, and what does not work with Tough Kids

 

Precision requests and noncompliance

  1. antecedent proactive requests
  2. precision requests

 

Effective rules and Tough Kids

  1. effective and ineffective schools
  2. effective and ineffective rules
  3. the rules “Flash Test” for understanding
  4. The rules What If Chart
  5. Interventions for chronic rule breakers

 

Increasing positives in classrooms

  1. good reinforcement techniques-assessing rewards-IFEED Rules
  2. mystery motivators, reinforcement spinners, chart moves,
  3. assessing functional rewards
  4. The “Quiet” classroom
  5. linking the classroom behaviour management program to classroom rules and the
  6. The “Yes” and “No” classroom behaviour management program
  7. the Principal’s 200 Club program-an all school positive management system show to cut office disciplinary referrals by 50%

Day 2 – May 12, 2020


Morning Keynote: Raising Resilient Children and Teens in a Stress-Filled World
Presented by Robert Brooks, Ph.D.

8:30am - 9:45am   May 12, 2020

COURSE DESCRIPTION: 

The level of stress among children and teens seems to be constantly increasing.  The presence of social media has intensified problems related to one’s sense of popularity and acceptance by peers.  Youngsters at an earlier age are worried about their futures.  Reports indicate that today’s teens are less able to deal with setbacks and obstacles and less prepared for the demands of adulthood than those in previous generations.  Yet, there are steps that parents can take to help their children and teens become better equipped to solve problems, manage challenges, and become more resilient.

In this keynote Dr. Brooks will describe specific, realistic strategies that parents and others caregivers can initiate to nurture self-discipline, effective problem-solving skills, caring, hope, and resilience in their children and teens.  These strategies can also be applied by educators and clinicians.

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COURSE OUTLINE:

  • The impact that parents have on the development of resilience in their children and teens;
  • Why some children from birth have a more difficult time coping with challenges and developing resilience than their peers;
  • The necessity for parents and other caregivers to identify and reinforce each child’s “islands of competence”;
  • The importance of empathy in understanding and responding effectively to our children;
  • Strategies to nurture caring, responsibility, effective problem-solving skills, self-discipline, hope, and resilience in our children.

Morning Keynote: The Tenacious Mindset: Understanding and Enhancing Resiliency in Fragile Learners
Presented by Sam Goldstein, Ph.D.

9:45am - 10:45am   May 12, 2020

COURSE DESCRIPTION:

Children come into this world with instinctual optimism and intrinsic motivation. In order to master years of developmental and educational milestones, they must believe that if they begin a task or undertake a challenge, they can succeed and that success is the best reinforcement for continued effort.  Unfortunately, fragile learners, children struggling emotionally, behaviourally or academically, find that these two phenomena are quickly extinguished upon entry into school.  In this keynote presentation, Dr. Goldstein will provide an overview of the tenacious mindset.  This is a mindset that all children, including fragile learners must develop in order to successfully meet years of developmental, educational, emotional, social and behavioural expectations and challenges.  Dr. Goldstein will provide an overview of the guideposts of this mindset, discuss and define resiliency as well as the role of stress hardiness in the lives of fragile learners.

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COURSE OBJECTIVES:

  1. Develop an understanding of the power of mindsets in helping fragile learners cope in everyday life.
  2. Develop an understanding of resiliency and the role of stress hardiness in the lives of fragile learners.
  3. Develop an appreciation for the mindset of the resilient, tenacious child.
  4. Understand the components of tenacity and resilience.
  5. Begin to develop a set of strategies to enhance tenacity and resiliency in fragile learners.
Sam Goldstein, Ph.D.

Samuel Goldstein, Ph.D. (born May 13, 1952) is a neuropsychologist best known for his work in child psychology, development and neuropsychiatric disorders, including testing and assessment. He obtained his Ph.D. from the University of Utah and is licensed as a…

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Morning Keynote: Working with Traumatized Children and Adolescents Building Healthy Attachments
Presented by Eboni Webb, Psy.D., HSP

11:00am - 12:00pm   May 12, 2020

COURSE DESCRIPTION:

Many of our students that we work with experience complex problems due to extensive trauma and attachment disturbances. When these disturbances are not carefully addressed and treated during childhood and adolescent, these early wounds often lead to mental health issues and other dysfunctional patterns of behaviour later on in life.

In this keynote you will come to understand the impact of trauma on the developing mind and how attachment is formed or lost through traumatic events.  You will learn how the brain is organized through healthy attachment and the critical elements of healthy attachment.  We will examine the current neuroscience behind both trauma and attachment and the top evidence-based strategies to address key DSM-V disorder through the lens of trauma.

Eboni Webb, Psy.D., HSP

Eboni Webb, Psy.D., HSP is a licensed psychologist and serves as an advisor to the Dialectical Behavior Therapy National Certification and Accreditation Association (DBTNCAA). She has practiced in numerous community settings including clinics that treat underserved communities of color, clients with…

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Afternoon Session #4: The Power of Positive Emotions: Nurturing Motivation and Resilience in Children and Teens (Repeat of Day 1)
Presented by Robert Brooks, Ph.D.

1:00pm - 4:00pm   May 12, 2020

COURSE DESCRIPTION: 

The concept of mindsets has been increasingly applied to the fields of education and mental health.  In this workshop Dr. Brooks will highlight several of the most well-known theories of mindset, especially those related to children and teens.  He will distinguish between those theories that focus primarily on achievement measures with those that also emphasize social-emotional factors and the essential role of a child’s relationship with adults in nurturing hope and resilience in our educational or clinical activities.

Dr. Brooks will share research findings from the field of positive psychology that indicate that an essential first goal of educators and other school professionals is to create an environment in which positive emotions and a sense of purpose flourish.  It is within such an environment that learning and physical and emotional well-being can be strengthened.

Dr. Brooks will identify the mindset and strategies of adults who are effective in touching both the minds and hearts of youth.  He will present a strength-based approach in which each child’s “islands of competence” are identified and reinforced.  Within this strength-based model, he will describe the importance of empathy in understanding and responding effectively to students and offer specific, realistic strategies that teachers and others can use to reinforce such qualities as intrinsic motivation, self-discipline, caring, responsibility, and resilience in students.  Many examples will be used to illustrate these strategies.

Show more

COURSE OUTLINE:

  • Different theories of mindset with special emphasis on those that include not only achievement variables but also, social-emotional and child-adult relations;
  • The impact that one adult can have on the lifelong trajectory and resilience of children;
  • The importance of positive emotions in creating school and clinical environments that nurture learning and physical and emotional well-being;
  • A strength-based approach that does not deny a child or adolescent’s struggles at school and home but also highlights each youngster’s “islands of competence” as the building blocks for success;
  • A description of specific strategies that can be applied in different settings to nurture intrinsic motivation, caring, self-discipline, and resilience.

Afternoon Session #5: Executive Function, Emotional Regulation and Attention: Implications for Assessment and Intervention
Presented by Sam Goldstein, Ph.D.

1:00pm - 4:00pm   May 12, 2020

COURSE DESCRIPTION:

In this afternoon workshop, Dr. Goldstein will provide a brief overview the of historical, current theories and definitions of executive functioning (EF), discuss the most current research reflecting the core issues that comprise these hypothesized functions, review behaviours considered characteristic of EF as well as discuss current diagnostic protocols.  The presentation will include a discussion of data from the largest epidemiological/standardization sample completed thus far, examining EF in the general population of children.  These data, as well as data from other research sources, demonstrate a science based foundation for appreciating the components of EF, emotional regulation and attention.  The presentation will provide an emphasis and theoretical framework for understanding and evaluating EF in light of intellectual achievement and neuropsychological functioning.  The presentation will conclude with an overview of current treatment strategies, modalities and future challenges.

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COURSE OBJECTIVES:

  1. This workshop is designed to help you learn about the historical, theoretical history of executive function as a major force in the evolution of the human species.
  2. This workshop is designed to help you learn about current theories of executive function and their relationship to the clinical assessment of children with learning, emotional, behavioural and developmental disorders.
  3. This workshop is designed to help you integrate information from a diagnostic questionnaire and test instruments to evaluate executive function in the context of a clinical evaluation.
  4. This workshop is designed to help you learn about current theories and strategies to modify and improve executive function and thereby reduce daily functional impairment while increasing learning and positive behaviours

Afternoon Session #6: Working with Traumatized Children and Adolescents Building Healthy Attachments (Continuation of morning keynote)
Presented by Eboni Webb, Psy.D., HSP

1:00pm - 4:00pm   May 12, 2020

COURSE DESCRIPTION:

Many of our students that we work with experience complex problems due to extensive trauma and attachment disturbances. When these disturbances are not carefully addressed and treated during childhood and adolescent, these early wounds often lead to mental health issues and other dysfunctional patterns of behaviour later on in life.

In this course you will come to understand the impact of trauma on the developing mind and how attachment is formed or lost through traumatic events.  You will learn how the brain is organized through healthy attachment and the critical elements of healthy attachment.  We will examine the current neuroscience behind both trauma and attachment and the top evidence-based strategies to address key DSM-V disorder through the lens of trauma.

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COURSE OBJECTIVES:

  • Learn the impact of trauma on the developing mind.
  • Identify the key features of healthy attachment and its impact neurologically.
  • Identify the key defensive survival strategies in trauma.
  • Learn how relational character strategies are formed that can be effective adaptations to relationship disturbances.
  • Develop strategies to address key disorders across the lifespan that are influenced by trauma and attachment disturbances (ADD/ADHD, Anxiety, Depression, PTSD, etc.)
  • Develop strategies to address key personality disorders across the adult lifespan that are influenced by trauma and attachment disturbances (Antisocial, Borderline, Obsessive Compulsive Personality, etc.)
  • Understand how to establish a safe therapeutic environment that reestablishes healthy boundaries, connected communication and validates a client’s survival journey.

COURSE OUTLINE:

Neurological Building Blocks

  • Neurotransmitters of connection
  • Cortisol vs. Oxytocin
  • The importance of touch
  • The Polyvagal system
  • Healthy attachment

 Defining trauma and attachment

  • Developmental vs. attachment trauma
  • Single-incident trauma
  • Common sources of trauma
  • Parenting Styles
  • Attachment Styles

Trauma and Brain Development

  • Biopsychosocial model
  • Biphasic arousal model
  • Core organizers of experience

Common survival resources

  • Survival resources
  • Somatic resources

Relational Character Strategies and the DSM-V

  • Sensitive Strategies
  • Oral Strategies
  • Psychopathic Strategies
  • Industrious/Organizational Strategies

Critical Interventions

  • Proximity maintenance: Restructuring boundaries
  • Prosody: Modulating vocal intensity
  • Creating a secure therapeutic base
  • Creating a safe therapeutic haven
  • Validation: Connection before Redirection

Day 3 – May 13, 2020


Morning Keynote: Developing a Positive Emotional Culture in Our Schools and Workplaces
Presented by Robert Brooks, Ph.D.

8:30am - 9:45am   May 13, 2020

COURSE DESCRIPTION: 

Researchers are increasingly studying the different types of emotional cultures that permeate the work environment, including our schools.  Some cultures are dominated by fear and anger, while others are characterized by joy and caring.  The kind of emotional culture that exists in schools as well as other workplaces plays a substantial role in how effectively teachers can teach and students can learn.

In this keynote Dr. Brooks will identify the characteristics of an emotional culture that supports a positive school environment in which all staff and students feel encouraged, supported, and respected.  While school administrators play a large role in developing and maintaining a positive emotional culture, Dr. Brooks will highlight steps that each member of the school environment can take on a daily basis to ensure that positivity and positive emotions are dominant.  Within such an environment, learning, intrinsic motivation, and caring will thrive while discipline and other problems will be lessened.

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COURSE OUTLINE:

  • A description of different kinds of emotional cultures in schools and other workplaces;
  • The characteristics of an emotional culture in schools that promote student engagement, intrinsic motivation, learning, and resilience;
  • The strategies that each member of the school (or other workplace environment) can initiate to nurture a positive emotional culture in which all students and staff feel comfortable and secure and learning can thrive.

Morning Keynote: Indigenous Healing with Aboriginal Children and Adolescents
Presented by Monique Gray Smith

9:45am - 10:45am   May 13, 2020

COURSE DESCRIPTION:

This workshop will provide an in-depth look at the powerful effects of resiliency and strategies for fostering resiliency with Indigenous children. The 4 Blankets of Resiliency: strong sense of self; family; community; culture, language and connection to the land will be used as a framework throughout the workshop.

Participants will gain a unique understanding of how history continues to impact Indigenous children, youth, families and communities. The effect of stress and trauma and why this may cause addictions, various behavioural disruptions and challenges in attachment will be discussed. Monique will examine the impact of these variables on student wellness and the connection to learning. 

Monique will explain unique techniques to weave the 4 Blankets of Resiliency into all aspects of programming to ensure these factors are part of every students learning experience. The ability to nurture and foster resiliency is one of the most profound ways to make a positive difference in student wellness and learning.

Monique Gray Smith

Monique Gray Smith is a mixed heritage woman of Cree, Lakota, and Scottish descent and is the proud Mom of twins.  She is an award-winning author, speaker and sought-after consultant. Monique has been running her business, Little Drum Consulting since…

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Morning Keynote: Bullying and Aggressive Behaviour in Children and Adolescents
Presented by Steven T. Olivas, Ph.D., HSP

11:00am - 12:00pm   May 13, 2020

COURSE DESCRIPTION:

The morning session will go fast – so hang on and learn about: 1) ways to recognize escalation 2) reasons for kids to act aggressively, and then 3) strategies to de-escalate. Methods to manage aggressive acting out and tips to stop bullying behaviour will be discussed in simple, concrete ways. You will leave armed with solutions to care for the most difficult children in your classrooms.

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COURSE OBJECTIVES:

  • Recognize Warning Signs of Aggressive Behaviour
  • Understand the mechanisms that lead to aggressive behaviour
  • Understand the mechanisms that lead to bullying behaviour (bully and victim)
  • Learn useful methods to handle aggressive behaviour and outbursts
  • Learn useful methods to reduce bullying behaviour in your school and classroom

COURSE OUTLINE:

  1. Recognizing aggressive behaviour
    1. Warning signs:
      1. Behavioural
      2. Physical
  2. Causes of Aggression
    1. Psychological disorders
    2. Frustration
    3. Impulsivity
    4. In jury/trauma
  3. Managing Aggression
    1. Be Prepared
    2. Identify/Reduce Antecedents
    3. Teach Kids to recognize Internal Escalation
    4. Develop a Plan (“Fire Drill”)
    5. Stay Calm, Be the Adult
  4. Tips to Stop Bullying
    1. Characteristics of a Bully
    2. Teach Empathy
    3. Monitor Hot Spots
    4. Reinforce positive (random acts of kindness)
    5. Open Communication
    6. Empower Bystanders
    7. Self Esteem (bully/victim)
    8. Engage Parents
Steven T. Olivas, Ph.D., HSP

Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever…

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Afternoon Session #7: The Power of Positive Emotions: Nurturing Motivation and Resilience in Children and Teens (Repeat of Day 1 & 2)
Presented by Robert Brooks, Ph.D.

1:00pm - 4:00pm   May 13, 2020

COURSE DESCRIPTION: 

The concept of mindsets has been increasingly applied to the fields of education and mental health.  In this workshop Dr. Brooks will highlight several of the most well-known theories of mindset, especially those related to children and teens.  He will distinguish between those theories that focus primarily on achievement measures with those that also emphasize social-emotional factors and the essential role of a child’s relationship with adults in nurturing hope and resilience in our educational or clinical activities.

Dr. Brooks will share research findings from the field of positive psychology that indicate that an essential first goal of educators and other school professionals is to create an environment in which positive emotions and a sense of purpose flourish.  It is within such an environment that learning and physical and emotional well-being can be strengthened.

Dr. Brooks will identify the mindset and strategies of adults who are effective in touching both the minds and hearts of youth.  He will present a strength-based approach in which each child’s “islands of competence” are identified and reinforced.  Within this strength-based model, he will describe the importance of empathy in understanding and responding effectively to students and offer specific, realistic strategies that teachers and others can use to reinforce such qualities as intrinsic motivation, self-discipline, caring, responsibility, and resilience in students.  Many examples will be used to illustrate these strategies.

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COURSE OUTLINE:

  • Different theories of mindset with special emphasis on those that include not only achievement variables but also, social-emotional and child-adult relations;
  • The impact that one adult can have on the lifelong trajectory and resilience of children;
  • The importance of positive emotions in creating school and clinical environments that nurture learning and physical and emotional well-being;
  • A strength-based approach that does not deny a child or adolescent’s struggles at school and home but also highlights each youngster’s “islands of competence” as the building blocks for success;
  • A description of specific strategies that can be applied in different settings to nurture intrinsic motivation, caring, self-discipline, and resilience.

Afternoon Session #8: Indigenous Healing with Aboriginal Children and Adolescents (Continuation of morning keynote)
Presented by Monique Gray Smith

1:00pm - 4:00pm   May 13, 2020

COURSE DESCRIPTION:

This workshop will provide an in-depth look at the powerful effects of resiliency and strategies for fostering resiliency with Indigenous children. The 4 Blankets of Resiliency: Strong sense of self; family; community; culture, language and connection to the land will be used as a framework throughout the workshop.

Participants will gain a unique understanding of how history continues to impact Indigenous children, youth, families and communities. The effect of stress and trauma and why this may cause addictions, various behavioural disruptions and challenges in attachment will be discussed. Monique will examine the impact of these variables on student wellness and the connection to learning. 

Monique will explain unique techniques to weave the 4 Blankets of Resiliency into all aspects of programming to ensure these factors are part of every students learning experience. The ability to nurture and foster resiliency is one of the most profound ways to make a positive difference in student wellness and learning.

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COURSE OBJECTIVES:

  1. Develop a greater understanding of Aboriginal historical perspective and how our history continues to impact children, and families.
  1. Greater understanding of fostering resiliency in a cultural context.
  2. Exploring strategies for weaving culture into all elements of your programming or practice.

Afternoon Session #9: 30 Proven and Effective Strategies for Emotional and Behavioural Problems with Children and Adolescents
Presented by Steven T. Olivas, Ph.D., HSP

1:00pm - 4:00pm   May 13, 2020

COURSE DESCRIPTION:

Over 30 Proven and Effective Brief Interventions for Student with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.

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COURSE OBJECTIVES:

  1. Utilize effective techniques for the treatment of behaviour disorders in children
  2. Develop specific behavioural interventions that address the developmental stage of the child or adolescent
  3. Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children
  4. Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses
  5. Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents
  6. Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies

COURSE OUTLINE:

  1. Introduction-
    1. Introduce speaker
    2. Daily agenda
    3. Defining Terms/Seminar Warm-ups
  2. Immediate Interventions: Physiological
    1. Neuropsychology
    2. Hormones
    3. Gender/Relationship to School
    4. Medication Primer
  3. Tools to Manage Anger
    1. Creating Common Language
    2. Expand Emotional Awareness/Vocabulary
    3. Standing 8 Count
    4. Tom McIntyre
    5. Empathy Building:
    6. Time-In/Restitution
  4. General Mental Health
    1. Physical Health
    2. Mental Health
  5. Siphoning Energy/Counterconditioning:
    1. Settle Mind
    2. Settle Body
  6. Positive Reinforcement/Stabilization
    1. Home: Listening Jar
    2. School
  7. Hendrix Intentional Dialogue
  8. Autism Spectrum
    1. Read & React
    2. Rules of Engagement
    3. Building a Broader Structure
    4. Temple Grandin
  9. Jay Haley – Prescribe the Symptom
    1. Classroom Examples
    2. Separate Behaviour from application

Registration & Fees

Registration Early bird Fee Regular Fee
Individual 1 Day Enrollment $249 $269
Individual 2 Day Enrollment $449 $469
Individual 3 Day Enrollment $639 $659
Group 3-7 $619 $639
Group 8-14 $599 $619
Group 15+ $579 $599
Full-Time Student $579 $599

All fees are in Canadian dollars ($CAD).

Fees do not include applicable taxes (5% GST).

Early bird cutoff date: April 27, 2020
To receive the early bird rate, registration and payment must be received by Monday, April 27, 2020.


Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.


Register Online   Download Registration Form (.PDF)   Register your Group


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Registration Form (.PDF)  


Exhibitors are welcome at this event. We are pleased to offer sponsorship opportunities to businesses and organizations that provide services related to nursing, psychotherapy, addictions treatment, counselling, marriage & family therapy, psychology and other related fields.
More information


Recommended Accommodation

Best Western Premier Calgary Plaza Hotel & Conference Centre

1316 33 St NE, T2A 6B6, Calgary, AB

phone:  403.248.8888

website:  www.calgaryplaza.com/

 Full map & directions


Our rates:

Call: Please contact the hotel directly for current group rates, when booking please reference “Jack Hirose & Associates”. To make a reservation over the phone, please call 403.248.8888 or 1.800.661.1464.

Email: Email your reservation request to res@calgaryplaza.com

Rates: May 11 – 13, 2020

Select Room
Two Queens or One King $135.00 plus tax

Premier Room

Two Queens or One King $160.00 plus tax

*please note, room reservations are subject to availability*

Please keep in mind when booking Jack Hirose and Associates corporate guest rooms, reservations booked for most hotels can be cancelled within 48 hours . If you are booking guest rooms through third party websites in many instances the reservations booked cannot not be cancelled.



When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.


Continuing Education Credits

This workshop has been formally approved by the following associations:
  • Canadian Addiction Counsellors Certification Federation (CACCF)
  • Canadian College of Professional Counsellors and Psychotherapists (CCPCP)
  • Canadian Counselling and Psychotherapy Association (CCPA)
  • Canadian Professional Counsellors Association (CPCA)
  • Canadian Psychological Association (CPA)
  • Indigenous Certification Board of Canada (ICBOC)
  • Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
  • Ontario Expressive Arts Therapy Association (OEATA)

† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.

* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.


This workshop may be may be eligible for CEUs from the following associations:  Show more
  • Canadian Association of Social Workers (CASW)
  • Canadian Centre for Accreditation (CCA)
  • Canadian College of Professional Counsellor & Psychotherapists (CCPCP)
  • College of Registered Psychotherapists of Ontario (CRPO)
  • Ontario Association for Marriage and Family Therapy (OAMFT)
  • Ontario Association of Child and Youth Care (OACYC)
  • Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
  • Ontario College of Social Workers and Social Service Workers (OCSWSSW)
  • Ontario Society of Psychotherapists (OSP)

* Please contact your accrediting body for more information on individual association requirements.